{"id":19267,"date":"2025-10-30T16:16:43","date_gmt":"2025-10-30T19:16:43","guid":{"rendered":"https:\/\/prceu.usp.br\/uspaproximaescola\/?page_id=19267"},"modified":"2026-01-08T20:03:20","modified_gmt":"2026-01-08T23:03:20","slug":"linguagens-atividades","status":"publish","type":"page","link":"https:\/\/prceu.usp.br\/uspaproximaescola\/linguagens-atividades\/","title":{"rendered":"Linguagens – Atividades"},"content":{"rendered":"
<\/span>OFICINA: A media\u00e7\u00e3o do livro ilustrado na escola.<\/div>
Resumo: “Livros ilustrados s\u00e3o objetos liter\u00e1rios recorrentes no cen\u00e1rio escolar e representam importante elemento introdut\u00f3rio na intera\u00e7\u00e3o da crian\u00e7a com o universo das narrativas por meio de palavras e imagens. Atrav\u00e9s da media\u00e7\u00e3o, o professor pode proporcionar \u00e0 crian\u00e7a a explora\u00e7\u00e3o das m\u00faltiplas potencialidades de constru\u00e7\u00e3o de sentido que a literatura pode proporcionar. A presente oficina visa ampliar os conhecimentos dos professores acerca das rela\u00e7\u00f5es entre texto e imagem no livro infantil, estabelecer di\u00e1logos entre pesquisas acad\u00eamicas na \u00e1rea e experi\u00eancias pedag\u00f3gicas compartilhadas, e formular estrat\u00e9gias de intera\u00e7\u00e3o entre tais objetos liter\u00e1rios e o ambiente escolar.”<\/span><\/p>\n

Unidade: FFLCH-USP | Docente: Aline Frederico<\/span><\/p>\n

Programa\u00e7\u00e3o:<\/div>
Local: Sala 16 – Hist\u00f3ria – FFLCH USP<\/span>
\nData e Hor\u00e1rio: 14\/01 (quarta-feira) das 08:00 \u00e0s 10:00<\/span>
\n<\/div><\/div><\/span>
\n<\/div><\/div><\/span><\/p>\n

<\/span>OFICINA: Ensino de argumenta\u00e7\u00e3o na sociedade em rede: formas de debate e suas aplicabilidades na escola.<\/div>
Resumo: “Voltada para professores de L\u00edngua Portuguesa do ensino m\u00e9dio, a oficina tem como objetivo discutir o ensino da argumenta\u00e7\u00e3o, com aten\u00e7\u00e3o a seu papel no desenvolvimento de habilidades envolvidas na produ\u00e7\u00e3o textual multimodal. O encontro abordar\u00e1 as formas de debate e suas possibilidades de aplica\u00e7\u00e3o no contexto escolar, considerando que tais pr\u00e1ticas argumentativas podem constituir espa\u00e7os privilegiados de constru\u00e7\u00e3o do conhecimento, posicionamento cr\u00edtico e reflex\u00e3o sobre quest\u00f5es que se apresentam, de modo integrado, nas intera\u00e7\u00f5es online e offline.”<\/span><\/p>\n

Unidade: FFLCH-USP | Docente: Renata Palumbo<\/span><\/p>\n

Programa\u00e7\u00e3o:<\/div>
Local: Sala 9 – Geografia – FFLCH USP<\/span>
\nData e Hor\u00e1rio: 14\/01 (quarta-feira) das 08:00 \u00e0s 10:00<\/span>
\n<\/div><\/div><\/span>
\n<\/div><\/div><\/span><\/p>\n

<\/span>OFICINA: Media\u00e7\u00e3o liter\u00e1ria: a experi\u00eancia leitora a partir de VAMOS COMPRAR UM POETA, de Afonso Cruz.<\/div>
Resumo: “A obra Vamos comprar um poeta, de Afonso Cruz, prop\u00f5e uma cr\u00edtica \u00e1cida e po\u00e9tica a uma sociedade que absolutiza o valor econ\u00f4mico, dissolvendo as dimens\u00f5es simb\u00f3licas, afetivas e est\u00e9ticas da vida. Nesse contexto, a leitura da obra oferece um ponto de partida fecundo para a formula\u00e7\u00e3o de uma teoria sobre a experi\u00eancia da compet\u00eancia leitora na contemporaneidade. Trata-se de repensar o papel da arte, as formas de recep\u00e7\u00e3o dos objetos liter\u00e1rios e as estrat\u00e9gias de media\u00e7\u00e3o da leitura, tendo em vista n\u00e3o apenas a aquisi\u00e7\u00e3o de habilidades t\u00e9cnicas, mas a constru\u00e7\u00e3o de uma rela\u00e7\u00e3o est\u00e9tica, cr\u00edtica e \u00e9tica com o texto liter\u00e1rio.Em “Vamos comprar um poeta”, a arte \u00e9 tratada como uma mercadoria domestic\u00e1vel \u2014 um \u201cpoeta de estima\u00e7\u00e3o\u201d \u2014 que deve se comportar segundo as l\u00f3gicas da produtividade, da utilidade e do rendimento. Essa met\u00e1fora revela um aspecto central da condi\u00e7\u00e3o contempor\u00e2nea: a instrumentaliza\u00e7\u00e3o da arte. Como afirma Adorno (1970), em Teoria Est\u00e9tica, a arte, quando reduzida \u00e0 fun\u00e7\u00e3o, perde sua capacidade de provocar estranhamento, sua autonomia e seu potencial cr\u00edtico. Afonso Cruz, com ironia, denuncia esse processo, propondo uma revaloriza\u00e7\u00e3o da arte enquanto experi\u00eancia de alteridade, de desautomatiza\u00e7\u00e3o do olhar e de amplia\u00e7\u00e3o do sens\u00edvel. A arte, nesse sentido, n\u00e3o serve para nada \u2014 e exatamente por isso, \u00e9 essencial. Essa concep\u00e7\u00e3o dialoga com a vis\u00e3o de Ranci\u00e8re (2009), que entende a arte como uma redistribui\u00e7\u00e3o do sens\u00edvel, ou seja, uma forma de tornar vis\u00edvel o que estava oculto, aud\u00edvel o que era silenciado, pens\u00e1vel o que era ignorado. Assim, o papel da arte na forma\u00e7\u00e3o da compet\u00eancia leitora n\u00e3o se limita \u00e0 decodifica\u00e7\u00e3o de signos ou \u00e0 an\u00e1lise formal, mas se estende \u00e0 viv\u00eancia est\u00e9tica e \u00e0 capacidade de imaginar outros mundos, de sentir de forma mais complexa e de pensar criticamente.”<\/span><\/p>\n

Unidade: FFLCH-USP | Docente: Flavia Maria Corradin<\/span><\/p>\n

Programa\u00e7\u00e3o:<\/div>
Local: Sala 11 – Hist\u00f3ria – FFLCH USP<\/span>
\nData e Hor\u00e1rio: 15\/01 (quinta-feira) das 08:00 \u00e0s 10:00<\/span>
\n<\/div><\/div><\/span>
\n<\/div><\/div><\/span><\/p>\n

<\/span>OFICINA: Oficina de leitura: a forma\u00e7\u00e3o do leitor da compreens\u00e3o \u00e0 flu\u00eancia.<\/div>
Resumo: “Ao refutar o princ\u00edpio (bastante arraigado na cultura pedag\u00f3gica) de que a leitura se faz pela mera habilidade de decodificar a escrita, a oficina tem o prop\u00f3sito de elucidar a complexidade da forma\u00e7\u00e3o do sujeito leitor, int\u00e9rprete e cr\u00edtico, situando a flu\u00eancia como produto de diversos processos cognitivos. Para tanto, parte da exposi\u00e7\u00e3o sobre as concep\u00e7\u00f5es de leitura. A seguir, prop\u00f5e uma oficina de leitura, na qual os participantes s\u00e3o convidados a vivenciar diferentes compet\u00eancias leitoras. Finalmente, faz uma an\u00e1lise dos princ\u00edpios pedag\u00f3gicos e das implica\u00e7\u00f5es para a pr\u00e1tica em sala de aula.”<\/span><\/p>\n

Unidade: FFLCH-USP | Docente: Silvia de Mattos Gasparian Colello<\/span><\/p>\n

Programa\u00e7\u00e3o:<\/div>
Local: Sala 14 – Hist\u00f3ria – FFLCH USP<\/span>
\nData e Hor\u00e1rio: 15\/01 (quinta-feira) das 08:00 \u00e0s 10:00<\/span>
\n<\/div><\/div><\/span>
\n<\/div><\/div><\/span><\/p>\n

<\/span>OFICINA: Videogames e escola - uma aproxima\u00e7\u00e3o para leigo.<\/div>
Resumo: “Uma oficina a respeito da m\u00eddia videogame como objeto de aprecia\u00e7\u00e3o art\u00edstica e percurso formativo. A proposta \u00e9 apresentar o suporte e oferecer um panorama da hist\u00f3ria recente dos videogames no contexto urbano brasileiro como meio de resist\u00eancia, espa\u00e7o social e desenvolvimento em diversas \u00e1reas do conhecimento. Em oposi\u00e7\u00e3o \u00e0s pr\u00e1ticas de gamifica\u00e7\u00e3o, a oficina prop\u00f5e um agu\u00e7amento do olhar para uma linguagem atual\u00edssima, po\u00e9tica e din\u00e2mica.”<\/span><\/p>\n

Unidade: FFLCH-USP | Docente: Luciano Ferreira Alves<\/span><\/p>\n

Programa\u00e7\u00e3o:<\/div>
Local: Sala 15 – Hist\u00f3ria – FFLCH USP<\/span>
\nData e Hor\u00e1rio: 13\/01 (ter\u00e7a-feira) das 08:00 \u00e0s 10:00<\/span>
\n<\/div><\/div><\/span>
\n<\/div><\/div><\/span><\/p>\n

<\/span>RODA DE CONVERSA: Literatura Negro-Brasileira na Educa\u00e7\u00e3o B\u00e1sica: avan\u00e7os, limites e perspectivas ap\u00f3s as Leis 10.639\/03 e 11.645\/08.<\/div>
Resumo: “Este trabalho investigou os impactos das Leis n\u00ba 10.639\/03 e n\u00ba 11.645\/08, que alteram a Lei de Diretrizes e Bases da Educa\u00e7\u00e3o Nacional (Lei n\u00ba 9.394\/96), tornando obrigat\u00f3ria a inclus\u00e3o da tem\u00e1tica \u201cHist\u00f3ria e Cultura Afro-brasileira e Ind\u00edgena\u201d no curr\u00edculo da educa\u00e7\u00e3o b\u00e1sica. A pesquisa teve como objetivo compreender os avan\u00e7os, limites e perspectivas na abordagem da literatura negro-brasileira no ambiente escolar, desde a promulga\u00e7\u00e3o dessas legisla\u00e7\u00f5es. A investiga\u00e7\u00e3o foi realizada em 78 escolas p\u00fablicas da Diretoria de Ensino da regi\u00e3o de S\u00e3o Bernardo do Campo, abrangendo os n\u00edveis fundamental e m\u00e9dio. Buscou-se identificar, de forma sistem\u00e1tica, as estrat\u00e9gias te\u00f3ricas e pr\u00e1ticas utilizadas por professores e professoras na implementa\u00e7\u00e3o dos conte\u00fados previstos pelas leis, com foco na inser\u00e7\u00e3o da literatura produzida por autores negros. A metodologia adotada foi a hist\u00f3ria oral, aplicada por meio de question\u00e1rios eletr\u00f4nicos enviados aos participantes. Essa abordagem permitiu estabelecer inter-rela\u00e7\u00f5es entre as trajet\u00f3rias pessoais dos docentes \u2014 suas origens familiares, forma\u00e7\u00f5es escolares, condi\u00e7\u00f5es socioecon\u00f4micas e concep\u00e7\u00f5es educacionais \u2014 e suas pr\u00e1ticas pedag\u00f3gicas voltadas \u00e0 valoriza\u00e7\u00e3o da cultura afro-brasileira. Ao analisar como essas leis t\u00eam sido efetivadas na pr\u00e1tica, o estudo apontou que existem avan\u00e7os importantes acontecendo no contexto escolar e que vem contribuindo para o fortalecimento de pol\u00edticas educacionais antirracistas e para a amplia\u00e7\u00e3o da representatividade negra na literatura e na educa\u00e7\u00e3o brasileira, mas ainda se apresenta de forma desarticulada e em constante descontinuidade.”<\/span><\/p>\n

Unidade: FFLCH-USP | Docente: Raimundo Nonato da Silva Filho<\/span><\/p>\n

Programa\u00e7\u00e3o:<\/div>
Local: Sala 7 – Geografia – FFLCH USP<\/span>
\nData e Hor\u00e1rio: 16\/01 (sexta-feira) das 09:00 \u00e0s 10:00<\/span>
\n<\/div><\/div><\/span>
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